RU203613U1 - Trainer-garland for group correctional and developmental classes and training of visual-spatial memory - Google Patents

Abstract

The useful model relates to clinical psychology, neuropsychology and pedagogy and can find application in conducting group correctional and developmental classes with children with impaired formation of visual-spatial memory in various types of mental dysontogenesis, as well as for training visual-spatial memory in healthy children. The trainer-garland contains a flat plastic base (1), consisting of main and additional elements (2, 3) arranged in a row, each of which is edged with protrusions (4) of the same height, which are made on the front and back sides of the base (1). Each additional element (3) is located between two main elements (2). The area of each additional element (3) is less than the area of the main element (2). The main and additional elements (2, 3) are made with the possibility of coloring with water markers of different colors. An eyelet (5) with a through hole is made on the end surface of the base (1). Thus, the "Garland Trainer", due to its structural elements, provides an opportunity to conduct long-term courses of group correctional and developmental classes with children with visual-spatial memory formation disorders, including children with fine motor skills, as well as training of visual-spatial memory in healthy children. The declared "Trainer-garland" introduces an element of novelty into the training process, turning them into an interesting and attractive neuropsychological training for children. Due to its simplicity of design and ease of use, the "Garland Trainer" can be widely used in clinical and pedagogical practice. 8 p.p. f-ly, 1 dwg.

Description

This useful model relates to clinical psychology, neuropsychology and pedagogy and can be used in corrective and developmental classes with children who have impairments in the formation of visual-spatial memory in various types of mental dysontogenesis, as well as for training visual-spatial memory in healthy children.

In case of violations of the formation of visual-spatial memory in children, correctional and developmental classes are carried out, during which various printed simulators and devices are used.

Thus, the "Practical trainer for the development of speech, attention, memory, thinking, perception" is known in the upper part of one of the pages of which there are colored images of various objects, and in the lower part there are similar images, but not containing colors. A child who is studying should try to remember the colors of the images, then cover them with a sheet of paper, and color the images at the bottom of the page from memory (Teremkova N.E. Practical trainer for the development of speech, attention, memory, thinking, perception, Issue 2, OOO "Dragonfly", Moscow, 2016, p. 3).

The disadvantages of this printed simulator when used for group correctional and developmental classes and training of visual-spatial memory are:

a) the tasks of this simulator are not intended for use in group exercises;

b) the possibility of only one-time use of the printed materials of the simulator;

c) a small amount of working material, which is insufficient for conducting long courses of study;

d) the difficulty of coloring small details of images for children with fine motor skills.

Also from the existing level of technology known device "Trainer-flower for group correctional and developmental exercises and training of visual-spatial memory" (Patent RU 193618 U1 from 11.07.2019).

Structurally, this device is a flower-shaped plastic base fixed on the handle, on both sides of which there are recessed cells.

In the course of training with this device, one child paints the recessed cells on the front side of the base with colored water markers, after which the other child memorizes the colors of the painted recess cells, and from memory paints the recessed cells on the reverse side of the base with similar colors.

Also from the existing state of the art, the device "Exercise machine-pyramid for group correctional and developmental exercises and training of visual-spatial memory" is known (Patent RU 195555 U1 from 01/31/2020).

Structurally, this device is a plastic base fixed to the handle, in the form of an image of a children's pyramid, in each of the elements of which there are recessed cells.

In the course of training with this device, one child paints the recessed cells on the front side of the base with colored water markers, after which the other child memorizes the colors of the painted recess cells, and from memory paints the recessed cells on the reverse side of the base with similar colors.

The disadvantages of the devices considered above when used for group correctional and developmental exercises and training of visual-spatial memory are:

a) the need to constantly transfer device data during classes from one practitioner to another;

b) the need to hold each of these devices by the handle during exercise;

c) long-term work with each of these devices leads to the emergence of addiction in children and a decrease in interest in classes, which contributes to a decrease in the effectiveness of correctional and developmental classes or training of visual-spatial memory.

In order to overcome the shortcomings of the above printed simulators and devices, as well as to expand the arsenal of devices intended for group correctional and developmental classes and training of visual-spatial memory of children, a "Garland Trainer for Group Correctional and Developmental Studies and Training of Visual-Spatial Memory" has been developed (hereinafter according to the text "Trainer-garland").

The tasks to be solved by the claimed technical solution are:

a) ensuring the possibility of conducting group correctional and developmental classes with children who have impairments in the formation of visual-spatial memory;

b) ensuring the possibility of training visual-spatial memory in healthy children;

c) strengthening and maintaining the interest of children in the activities conducted through the use of a new device;

d) ensuring the comfort of training using the "Garland Trainer" due to the absence of the need to hold it in the child's hand, as well as the convenience of lifting from the surface of the desktop;

e) ensuring the possibility of using the "Garland Trainer" an unlimited number of times due to the fact that it is made of plastic, and graphic actions are performed on its surfaces by means of easily erased water markers of different colors;

f) ensuring the possibility of conducting long-term courses of study due to the fact that the formation of tasks is carried out directly by the children themselves by coloring the elements of the garland;

g) ensuring the possibility of conducting classes for children with fine motor skills due to the fact that the elements of the garland are edged with protrusions that do not allow the rod of the water marker to go beyond them;

h) the simplicity of the design of the "Trainer-Garland", contributing to its widespread implementation in clinical and pedagogical practice.

The technical result of the claimed useful model is the expansion of the arsenal of devices intended for group correctional and developmental classes and training of visual-spatial memory, which helps to maintain children's interest in the process of classes and is provided due to the structural elements of the declared "Garland Trainer", which allow for long-term courses of correctional- developmental activities with children with visual-spatial memory formation disorders, including children with fine motor skills disorders, as well as visual-spatial memory training in healthy children.

This technical result is provided due to the fact that the "Trainer-garland" contains a flat plastic base, consisting of located in a row of main and additional elements, each of which is edged with protrusions of the same height, which are made on the front and back sides of the base; wherein each additional element is located between two main elements, and the main and additional elements are made with the possibility of coloring with water markers of different colors.

In the preferred embodiment of the "String Trainer", the main elements have a quadrangular shape.

In the preferred embodiment of the String Trainer, the main elements are hexagonal in shape.

In the preferred embodiment of the String Trainer, the main elements are octagonal in shape.

In the preferred embodiment of the Garland Trainer, the main elements are circular in shape.

In a preferred embodiment of the Garland Trainer, the additional elements have a quadrangular shape.

In a preferred embodiment of the Garland Trainer, the additional elements are hexagonal in shape.

In a preferred embodiment of the Garland Trainer, the additional elements are octagonal in shape.

In a preferred embodiment of the Garland Trainer, the additional elements are circular in shape.

In a preferred embodiment of the "Garland Trainer", an eyelet with a through hole is made on the end surface of the base.

The essence of the utility model "Trainer-garland for group correctional and developmental exercises and training of visual-spatial memory" is illustrated by the drawing, which shows:

FIG. 1 - General view of the "Garland Trainer".

The declared "Trainer-garland" (see Fig. 1) is a flat plastic base (1), consisting of arranged in a row of main and additional elements (2, 3), each of which is edged with protrusions (4) of the same height, which are made on the front and back sides of the base (1).

At the same time, the main and additional elements (2, 3) of the "Trainer-garland" are intended for coloring with easily erasable water markers of different colors during the training.

The term "garland" means "decorative decoration in the form of sequentially arranged repeating elements" (Wiktionary. Garland, found on January 20, 2021, on the Internet at https://ru.wiktionary.org/wiki/ garland).

The dimensions indicated below for this particular "Garland Trainer" are not signs that narrow the scope of legal protection, since they may change in the process of its creation.

The length of the base (1) of the "Garland Trainer" is 100-300 mm, and the thickness is 2-5 mm.

The main elements (2) are the same and can be quadrangular, hexagonal, octagonal or circular.

The number of basic elements (2) of the "Garland Trainer" is from 3 to 10 or more pieces.

Additional elements (3) are the same, and can be quadrangular, hexagonal, octagonal or circular.

In this case, each additional element (3) is located between two main elements (2), and the area of each additional element (3) is less than the area of the main element (2) by 10-60 percent.

The size of each main and additional element (2, 3) depends on the length of the base (1) and the number of its constituent elements (2, 3).

The protrusions (4) are made along the outer edge of the front and back sides of the base (1) and directly on the surface of each side of the base (1), edging each main and additional element (2, 3) of the "Trainer-garland".

The width of the projections (4) is 2-5 mm.

Thus, the protrusions (4) provide the implementation of the following functions:

a) serve as boundaries for the water marker rod, providing the convenience of coloring the main and additional elements (2, 3) of the "Garland Trainer" with water markers of different colors;

b) increase the thickness of the base (1) of the "Garland Trainer", making it easier to lift it from a horizontal surface;

c) give additional rigidity to the base (1) of the "Garland Trainer".

The height of the projections (4) is the same and amounts to 1–2 mm.

Thus, the design features of the main and additional elements (2, 3) of the "Garland Trainer", edged with protrusions (4), provide the convenience of coloring them with water markers, making the exercise process accessible for children with fine motor skills. At the same time, the small height of the projections (4) does not prevent the removal of traces of water markers by means of a sponge designed to erase them.

To ensure the convenience of lifting the "Trainer-garland" from the surface of the desktop, an eyelet (5) with a through hole is made on the end surface of the base (1), into which a metal ring can be installed.

"An eyelet is a device on the side of various objects for more convenient lifting, holding, hanging, etc." (Explanatory dictionary of the Russian language by Efremova. The meaning of the word ear, found on January 20, 2021, on the Internet at https://www.efremova.info/word/ushko.html#.XkdSQxtn3IU).

The width of the eyelet (5) is 8-12 mm, and its thickness is equal to the thickness of the base (1) of the "Garland Trainer". The diameter of the through hole of the eyelet (5) is 4-8 mm.

For the convenience of lifting and holding the "Garland Trainer" when it is turned over during exercise, notches with a depth of 0.25-1 mm can be made on the end surface of the base (1), preventing it from slipping out of the child's hands.

For a better perception by children of the colors of the water markers with which the elements (2, 3) of the "Garland Trainer" are painted, a white background coating can be applied on their surface (for example, by means of paint).

Working with the useful model "Garland simulator for group correctional and developmental classes and training of visual-spatial memory" is carried out as follows.

Before starting the lesson, the specialist forms a group of two children who have approximately the same problems with visual-spatial memory.

In this case, the specialist assigns one child to form the task, and the other child to perform the task.

Further, the child forming the task, holding the "Garland Trainer" located on the table by the ledges (4), using easily erasable multi-colored water markers, paints in different colors some of the main and additional elements (2, 3) on the front side of the base (1).

At the same time, the number of colored elements (2, 3) of the "Garland Trainer" and the number of markers of different colors used are determined by a specialist and increases as the child achieves positive results.

After that, the child performing the task, during the time interval specified by the specialist (from 20 or more seconds), remembers the colors and location of the painted elements (2, 3) on the front side of the base (1).

Next, the child performing the task turns the "Garland Trainer" with the face of the base (1) down, and then tries to reproduce the colors of the painted elements (2, 3) from memory, coloring the corresponding elements (2, 3) on the reverse side with markers of similar colors bases (1).

In case of difficulty, the child performing the task can turn over the "Garland Trainer" for a short time, thus receiving a hint.

Checking the correctness of the task is carried out by comparing the colors and the location of the colored elements (2, 3) of the "Garland Trainer" on the front and back sides of the base (1).

Further, all traces of water markers are removed with a sponge designed to erase them, the child forming the task and the child performing the task change roles and the entire sequence of actions is repeated a number of times specified by the specialist.

Along with the above method, group lessons can be carried out by another method based on the simultaneous use of two "Garland Trainers".

In this case, each child paints with markers of different colors some of the main and additional elements (2, 3) on the front side of the base (1) of the used "Garland Trainer", after which both children show them to each other and during the time interval specified by the specialist ( from 20 seconds or more) remember the color and location of the colored elements (2, 3).

Further, each child tries to reproduce from memory the colors of the colored elements (2, 3), coloring the corresponding elements (2, 3) on the back of the base (1) of the used "Garland Trainer" in similar colors.

Checking the correctness of the task is carried out by alternately comparing the colors of the painted elements (2, 3) on the front side of the base (1) of the "Garland simulator" of one child and the back side of the base (1) of the "Garland simulator" of another child.

Along with correctional and developmental exercises, the "Garland Trainer" is also intended to be used in the course of classes aimed at the development and training of visual-spatial memory in healthy children, the main difference of which is a greater number of painted elements (2, 3) and a shorter time interval on memorizing their color and location.

Thus, the "Garland Trainer", due to its structural elements, provides an opportunity to conduct long-term courses of group correctional and developmental classes with children with visual-spatial memory formation disorders, including children with fine motor skills, as well as training of visual-spatial memory in healthy children.

The declared "Trainer-garland" introduces an element of novelty into the training process, turning them into an interesting and attractive neuropsychological training for children.

Due to its simplicity of design and ease of use, the "Garland Trainer" can be widely used in clinical and pedagogical practice.

Claims (9)

1. Trainer-garland for group corrective and developmental classes and training of visual-spatial memory, characterized by the fact that it contains a flat plastic base, consisting of arranged in a row of main and additional elements, each of which is edged with protrusions of the same height, which are made on the front and the reverse side of the base; moreover, each additional element is located between two main elements, and the area of each additional element is less than the area of the main element; in this case, the main and additional elements are made with the possibility of coloring with water markers of different colors, and an eyelet with a through hole is made on the end surface of the base. 2. The exercise machine-garland according to claim 1, characterized in that the main elements have a quadrangular shape. 3. The exercise machine-garland according to claim 1, characterized in that the main elements have a hexagonal shape. 4. The exercise machine-garland according to claim 1, characterized in that the main elements have an octagonal shape. 5. The exercise equipment-garland according to claim 1, characterized in that the main elements have a round shape. 6. The exercise equipment-garland according to claim 1, characterized in that the additional elements have a quadrangular shape. 7. The exercise equipment-garland according to claim 1, characterized in that the additional elements have a hexagonal shape. 8. The exercise machine-garland according to claim 1, characterized in that the additional elements have an octagonal shape. 9. The exercise machine-garland according to claim 1, characterized in that the additional elements have a round shape.

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